Boredom and schooling: a cross‐disciplinary exploration

By T. Belton, E. Priyadharshini. 2007

100 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c27eb7913f5224c2459ea10738d669caa7ae00e4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

The bored mind is a guiding mind: toward a regulatory theory of boredom (2018, background): “One finds not only no consensus as how to define boredom (Belton & Priyadharshini, 2007; Kanevsky & Keighley, 2003; Vodanovich & Watt, 2015), but also an honest admission that boredom “remains a construct that is difficult to define” (Malkovsky et al., 2012, p. 59; see also Goldberg et al., 2011,…”
Students' level of boredom, boredom coping strategies, epistemic curiosity, and graded performance (2016, background): “Given the negative effects of boredom on student learning and achievement (e.g., Belton & Priyadharshini, 2007), mathematics teachers should be aware of the fact that their students’ boredom experiences may significantly and negatively affect their mathematics grades.”
The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review (2012, background): “Before specific recommendations can be made for educators, however, an operational definition of the term needs to be established (Belton and Priyadharshini 2007).”
Teachers’ and Students’ Opinions About Students’ Attention Problems During the Lesson (2019, background): “In the related literature, a reduction in note-taking (Scerbo, Warm, Dember & Grasha, 1992), getting bored (Belton & Priyadharshini, 2007), distraction, not following the teacher or the material (Wilson & Korn, 2007), messaging among themselves, doing homework of other lessons (Bunce et al., 2010),…”
The good of boredom (2018, unknown): “Students often experience boredom when they are attending lectures or when completing challenging assignments (Acee et al., 2010; Belton & Priyadharshini, 2007; Mann & Robinson, 2009).”